Critical Pedagogy: A Journey from Its Origins to Critical Pedagogy in Colombian Education
Resumen
A great revolution in the way teachers and educators see language teaching and learning, and its scope has started to gain weight in the last decades, all brought about by the extraordinary emerging research and theories to change this traditional view. Language teaching and learning have moved from the classroom settings, where the focus was just on what happens in the classroom, to more pressing matters, and now they aim to develop more than language skills (listening, speaking, reading, writing, and the like). Instead, they intent to develop critical thinking, critical and political consciousness, and social justice awareness through what some educators have called Critical Pedagogy (CP hereafter), which leads to the transformation of the individual, the learning environment, and society (Freire, 1970). What follows is by no means definite about Critical Pedagogy but an attempt to introduce and conceptualize the origin, definition, principles, view of teachers and learners, and the current situation of CP in Colombia and end it with our understanding of what has been presented throughout this paper, along with some general conclusions.
Descargas
Citas
Abraham, G. Y. (2014). Critical Pedagogy: origin, vision, action & Consequences. ResearchGate. https://www.researchgate.net/publication/281293493_Critical_Pedagogy_Origin_Vision_Action_Consequences
Aliakbari, M., & Faraji, E. (2011). Basic principles of critical pedagogy. Second international conference on humanities, historical and social sciences. IPEDR, 17, 77-85. Singapore: IACSIT press.
Burbules, N.C. & Berk, R. (1999). Critical thinking and critical pedagogy: Relations, differences, and limits. In Popkewitz, T.S & Lynn, F. (Eds.), Critical Theories in Education. New York: Routledge.
Breunig, M. (2005). Turning Experiential Education and Critical
Pedagogy Theory into Praxis. Journal of Experiential Education, 28(2), 106-122.
Capper, C. (1993). Educational administration in a pluralistic society: A multiparadigm approach. In C. Capper (Ed.), Educational Administration in a Pluralistic Society (pp. 7-35). New York: SUNY Press.
Crookes, G. (2009). The practicality and relevance of second language critical pedagogy. Language Teaching, 43(3), 333-348.
Darder, A. (2003). Teaching as an Act of Love: Reflections on Paulo Freire and His Contribution to Our Lives and Our Work, in the Critical Pedagogy Reader (ed. Darder, A., Baltodano, M. & Torres, R.D., 2003). New York: RoutledgeFalmer.
Dueñas Macías, F. (2014). Incorporating Critical Pedagogy in the EFL Classroom. ENLETAWA JOURNAL, (6). Recuperado a partir de https://revistas.uptc.edu.co/index.php/enletawa_journal/article/view/3084
Emilia, E. (2005). A genre-based approach to teaching academic writing in a tertiary EFL context in Indonesia, an unpublished text - A disertation. Melbroune: The University of Melbroune.
Emilia, E. (2010). Teaching writing: Developing critical learners. Bandung: Rizqi Press.
Emilia, E., & Safrina. (2010). Critical literacy program in English teacher education, unpublished text - A research proposal. Bandung: Indonesia University of Education.
Freire, P. (1970). Pedagogy of the Oppressed. New York: Continuum International Publishing Group.
Freire, P. (1985). The politics of education: culture, power, and liberation. MA: Bergin & Garvey. https://doi.org/10.1007/978-1-349-17771-4
Giroux, H. A. (1988). Teachers as intellectuals: Towards a CP of learning. South Hadley,
Massachusetts: Bergin &Garvey.
Giroux, H. (1997). Pedagogy and the politics of hope. CA, USA: Westview Press.
Giroux, H. (2010) Rethinking Education as the Practice of Freedom: Paulo Freire and the promise of critical pedagogy in Policy Futures in Education. Volume 8 Number 6 2010.
Hegel, G. W. F. (1977). Phenomenology of spirit (trans: Miller, A. V.) (1st ed.). Oxford University Press.
Kanpol, B. (1998). Critical pedagogy for beginning teachers: The movement from despair to hope. Retrieved from https://edu301s12.files.wordpress.com/2012/02/critical-pedagogy-for-beginning-teachers.pdf
Kellner, Douglas. “Multiple Literacies and Critical Pedagogies.”Revolutionary Pedagogies: Cultural Politics, Instituting Education, and the Discourse of Theory. Ed. Peter Pericles Trifonas. New York: Routledge, 2000. Print
Kincheloe, J. L. (2007). Critical edagogy in the Twenty-first century. Evolution for survival. In McLaren, P. & Kincheloe, J. L. (Ed.), Critical Pedagogy, Where Are We Now? New York: Peter Lang.
Kumaravadivelu, B. (2003). Beyond methods: Macrostrategies for language teaching. Yale University Press: New Haven and London
McArthur, J. (2010). Achieving Social Justice within and through Higher Education: Challenge for Critical Pedagogy. Teaching in Higher Education, 15(5), 493-504.
McKernan, J.A. (2013). The origins of Critical Theory in Education: Fabian socialism as Social Reconstructionism in Nineteenth-Century. Britain. British Journal of Educational Studies, 61(4), 417-433.
McLaren, P. (2003a). Life in Schools. An introduction to critical pedagogy in the foundations of Education. University of California, Los Angeles: Pearson Education.
McLaren, P. (2003b). Critical pedagogy. In D. Gabbard (Ed.), Knowledge and power in the global economy: Politics and the rhetoric of school reform (pp. 345-352). New Jersey: Lawrence Erlbaum Associates.
Ortega Valencia, P. (1). Pedagogía crítica en Colombia:Un estudio en la escuela de sectores populares. Sophia, 10(2), 219-232. Recuperado a partir de https://revistas.ugca.edu.co/index.php/sophia/article/view/255
Piosang, Tristan L. (2017). Principles of Critical Language Pedagogy: A literature review. International Journal of Research Studies in Language Learning 2018, Volume 7, Number 2, 103-109. 10.5861/ijrsll.2017.1752
Riasati, M. J., & Mollaei, F. (2012). Critical pedagogy and language learning. International of humanities and social science, 2(21), 223-229.
Sacadura, C. B. (2014). Philosophy of education, values and utopia in the critical pedagogy of Paulo Freire. European Scientific Journal, Special Ed, 498-505.
Samacá Bohórquez, Y. (2012). On Rethinking Our Classrooms: A Critical Pedagogy View. HOW Journal, 19(1), 194-208. Retrieved from https://howjournalcolombia.org/index.php/how/article/view/46
Santa-Williamson, E. (2000). Critical pedagogy in TESOL: A review of Literature. Retrieved
http://files.eric.ed.gov/fulltext/ED447700.pdf
Shin, H., & Crookes, G. (2005). Exploring the possibilities for EFL critical pedagogy in Korea: A two-part case study. Critical Inquiry in Language Studies, 2(2), 113-136.
Shor, I., & Freire, P. (1987). A pedagogy for liberation. Dialogues on transforming education. Westport, CT: Bergin & Garvey Publishers.
Vandrick, S. (1994). Feminist pedagogy in EFL. College ESL, 4(2).
Vibert, A., Portelli, J., Shields, C., & LaRocque, L. (2002). Critical practice in elementary schools: voice, community, and curriculum of life. Journal of Educational Change, 3(2), 93-116.
Derechos de autor 2023 Silvio Fabian López Olivera , Lina María Martínez
Esta obra está bajo licencia internacional Creative Commons Reconocimiento 4.0.
.jpg)
